ERIC Number: ED243896
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Implications of Theory for Instruction in Problem Solving.
Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in terms of a description of how high levels of proficiency in problem solving are acquired and how problem solving skills might best be taught, keeping in mind a distinction between well- and ill-structured problems. The need for practice materials is discussed, and some desirable qualities of such materials are suggested. Finally, several unresolved issues regarding instructional methods are considered. (Author)
Descriptors: Aptitude, Cognitive Processes, Creative Thinking, Creativity Research, Instructional Materials, Pattern Recognition, Problem Solving, Teaching Methods, Theories
Educational Testing Service, Research Publications R-116, Princeton, NJ 08541.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.